scholarly journals A report on strategies for motivating and developing the computational thinking for and by women

2020 ◽  
Vol 3 (1) ◽  
pp. 34
Author(s):  
Camila Do Amaral Sass ◽  
Julia Baldi De Luccas ◽  
Lara Tenore Ferreira ◽  
Carla Lopes Rodriguez ◽  
Denise Hideko Goya ◽  
...  
Keyword(s):  
High Schools ◽  
Computer Science ◽  
Local Community ◽  
Computational Thinking ◽  
Female Participation ◽  
Institutional Level ◽  
Programming Logic ◽  
Preliminary Research ◽  
Future Work ◽  
External Community

INTRODUCTION : Initiatives to engage girls and women in STEM-related areas have been successfully reported in the literature. However, such initiatives should involve the participation of the local community and address their needs and interests. OBJECTIVE : This article reports a project that aims to apply different strategies to motivate and teach computational thinking for women, led by students of Science and Technology at UFABC. METHOD : The methodology proposes three working branches: research (understanding the factors that discourage girls from the Computer Science course), outreach actions and teaching programming logic for women. RESULTS : Preliminary research revealed a female participation of less than 18% in all subjects of the course and a percentage lower than 15% of female graduates. The teaching actions had a total of 61 graduates. The events held (workshop and seminar) had about 80 participants. CONCLUSION : The actions of research, teaching, extension and dissemination of this project managed to engage more than 200 women and contemplate the interests of the internal and external community to UFABC. As future work, the initiatives will be extended to high schools in the region. The methodology should be consolidated and applied at the institutional level to include other STEM courses at UFABC.

scholarly journals Designing Analog Games that Engage Girls with Computer Science Concepts

2020 ◽  
Vol 11 (2) ◽  
pp. 17-26
Author(s):  
Elisabeth Gee ◽  
Kelly M. Tran ◽  
Priyanka Parekh
Keyword(s):  
Middle School ◽  
Computer Science ◽  
Design Process ◽  
Computational Thinking ◽  
Learning Objectives ◽  
School Age ◽  
Game Mechanics ◽  
Design Case ◽  
Science Concepts ◽  
Future Work

This design case describes the development of three analog games intended to introduce middle-school-age girls to core computer science (CS) concepts. We describe the learning objectives, game mechanics, and narrative elements of each game, and some key problems and decisions that we confronted during the design process. Our design process was guided by two key goals and assumptions: (a) the games should help players develop a situated understanding of CS concepts through engaging them in computational thinking (CT) practices associated with each concept, and (b) game mechanics and story elements should be meaningfully integrated with and supportive of the games’ learning objectives. We discuss several challenges that we encountered in the design process, both in identifying CT practices that lent themselves to game mechanics, and in finding ways to embed mechanics into stories in a meaningful way. Data from gameplay sessions suggests that, on the whole, girls found the games engaging and improved their understanding of CS concepts. However, we conclude that we were only partially successful in achieving our design goals. Testing the facilitator guides with a broader set of users and integrating the facilitator role into gameplay and story are potential goals for future work.

scholarly journals Internet das Coisas Robóticas: Desenvolvimento de um protótipo para o ensino de programação

2020 ◽  
Author(s):  
Gabriel Jaime Alves ◽  
Carlos Roberto Beleti Junior ◽  
André Pinto Moreira ◽  
Linnyer Beatrys Ruiz Aylon ◽  
Daniela Eloise Flôr
Keyword(s):  
Problem Solving ◽  
Computer Science ◽  
Computational Thinking ◽  
The Internet ◽  
Problem Analysis ◽  
Problem Solving Skills ◽  
Science Courses ◽  
Computer Science Courses ◽  
Autonomous Behavior ◽  
Programming Logic

Aiming at addressing the principles of programming logic and developing problem analysis and problem solving skills, the discipline of algorithms and programming is present in the curricula of various courses, from computer science courses to engineering. In the literature, some studies have shown that such disciplines usually present high percentages of dropout and disapproval due to several factors, but mainly difficulties of abstraction as to the logic required to solve problems using programming. To contribute to these factors, it is envisaged to provide ways of teaching that help the student to reason and find solutions to problems with programming. One method that may be most effective is block programming, because it aims to facilitate the introduction of programming concepts to students. Block programming, unlike traditional programming, is more interactive and visual, consisting of blocks that represent computational instructions, where blocks are connected to others to be able to perform programming. Thus, this research presents the development of an IoRT-based prototype along with block programming to promote computational thinking, more specifically in the teaching of algorithms and programming. The internet of robotic things emerges as an emerging vision that brings together objects focused on the production of action, autonomous behavior and especially interaction. IoRT presents itself as a great ally for teaching, focusing on promoting student engagement and expanding teaching possibilities.

Asserting parallel computational thinking into an undergraduate computer science curriculum

2011 ◽  
Author(s):  
Edusmildo Orozco ◽  
Rafael Arce-Nazario ◽  
Peter Musial ◽  
Cynthia Lucena-Roman ◽  
Zoraida Santiago
Keyword(s):  
Computer Science ◽  
Science Curriculum ◽  
Computational Thinking ◽  
Computer Science Curriculum

Computer Science Unplugged: A Systematic Literature Review

2021 ◽  
pp. 004723952110188
Author(s):  
Ali Battal ◽  
Gülgün Afacan Adanır ◽  
Yasemin Gülbahar
Keyword(s):  
Literature Review ◽  
Computer Science ◽  
Systematic Literature Review ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Inclusion Criteria ◽  
Relevant Research ◽  
Tangible Programming ◽  
Review Procedure ◽  
Research Studies

The computer science (CS) unplugged approach intends to teach CS concepts and computational thinking skills without employing any digital tools. The current study conducted a systematic literature review to analyze research studies that conducted investigations related to implementations of CS unplugged activities. A systematic review procedure was developed and applied to detect and subsequently review relevant research studies published from 2010 to 2019. It was found that 55 research studies (17 articles + 38 conference proceedings) satisfied the inclusion criteria for the analysis. These research studies were then examined with regard to their demographic characteristics, research methodologies, research results, and main findings. It was found that the unplugged approach was realized and utilized differently among researchers. The majority of the studies used the CS unplugged term when referring to “paper–pencil activities,” “problem solving,” “storytelling,” “games,” “tangible programming,” and even “robotics.”

Preparing Special Education Preservice Teachers to Teach Computational Thinking and Computer Science in Mathematics

2021 ◽  
pp. 088840642199237
Author(s):  
Emily C. Bouck ◽  
Phil Sands ◽  
Holly Long ◽  
Aman Yadav
Keyword(s):  
Special Education ◽  
Preservice Teachers ◽  
Computer Science ◽  
Students With Disabilities ◽  
Special Education Teachers ◽  
Computational Thinking ◽  
Lesson Plans ◽  
Methods Course ◽  
Mathematics Methods ◽  
K 12

Increasingly in K–12 schools, students are gaining access to computational thinking (CT) and computer science (CS). This access, however, is not always extended to students with disabilities. One way to increase CT and CS (CT/CS) exposure for students with disabilities is through preparing special education teachers to do so. In this study, researchers explore exposing special education preservice teachers to the ideas of CT/CS in the context of a mathematics methods course for students with disabilities or those at risk of disability. Through analyzing lesson plans and reflections from 31 preservice special education teachers, the researchers learned that overall emerging promise exists with regard to the limited exposure of preservice special education teachers to CT/CS in mathematics. Specifically, preservice teachers demonstrated the ability to include CT/CS in math lesson plans and showed understanding of how CT/CS might enhance instruction with students with disabilities via reflections on these lessons. The researchers, however, also found a need for increased experiences and opportunities for preservice special education teachers with CT/CS to more positively impact access for students with disabilities.

scholarly journals Computational Thinking, Between Papert and Wing

2021 ◽  
Author(s):  
Michael Lodi ◽  
Simone Martini
Keyword(s):  
Science Education ◽  
Computer Science ◽  
Computer Science Education ◽  
Computational Thinking ◽  
School Curriculum ◽  
Common Theme ◽  
Technical Content ◽  
Technical Competencies ◽  
K 12 ◽  
Affective Involvement

AbstractThe pervasiveness of Computer Science (CS) in today’s digital society and the extensive use of computational methods in other sciences call for its introduction in the school curriculum. Hence, Computer Science Education is becoming more and more relevant. In CS K-12 education, computational thinking (CT) is one of the abused buzzwords: different stakeholders (media, educators, politicians) give it different meanings, some more oriented to CS, others more linked to its interdisciplinary value. The expression was introduced by two leading researchers, Jeannette Wing (in 2006) and Seymour Papert (much early, in 1980), each of them stressing different aspects of a common theme. This paper will use a historical approach to review, discuss, and put in context these first two educational and epistemological approaches to CT. We will relate them to today’s context and evaluate what aspects are still relevant for CS K-12 education. Of the two, particular interest is devoted to “Papert’s CT,” which is the lesser-known and the lesser-studied. We will conclude that “Wing’s CT” and “Papert’s CT,” when correctly understood, are both relevant to today’s computer science education. From Wing, we should retain computer science’s centrality, CT being the (scientific and cultural) substratum of the technical competencies. Under this interpretation, CT is a lens and a set of categories for understanding the algorithmic fabric of today’s world. From Papert, we should retain the constructionist idea that only a social and affective involvement of students into the technical content will make programming an interdisciplinary tool for learning (also) other disciplines. We will also discuss the often quoted (and often unverified) claim that CT automatically “transfers” to other broad 21st century skills. Our analysis will be relevant for educators and scholars to recognize and avoid misconceptions and build on the two core roots of CT.

Planning Computer Science Instruction for Students With High-Incidence Disabilities

2021 ◽  
pp. 105345122110249
Author(s):  
Amy Hutchison ◽  
Anya S. Evmenova
Keyword(s):  
Computer Science ◽  
Universal Design For Learning ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Science Content ◽  
High Incidence ◽  
Integration Planning ◽  
Content Area Instruction ◽  
Model Computer ◽  
High Incidence Disabilities

States increasingly are adopting computer science standards to help students develop coding and computational thinking skills. In an effort to support teachers in introducing computer science content to their students with high-incidence disabilities, a new model, computer science integration planning plus universal design for learning (CSIP+) offers ways to integrate computational thinking and coding into content area instruction. This column presents an example of how a teacher might implement the CSIP+ model when designing instruction accessible to all learners. Guiding questions to support teachers at each phase of the planning cycle are provided.

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